The Use of Programed Instruction to Teach Fundamental Concepts in Music Theory

Abstract

A STUDY investigating the uses of programed instruction was made at Northwestern University, Evanston, Illinois, in 1964.1 This study was undertaken considering the small volume of information available regarding the use of programed instruction in the teaching of various aspects of music theory. From its initiation it was hoped that this study would contribute information regarding the use of programed instruction in the presentation of fundamental concepts of music theory. Those concepts providing bases for understanding all types of music, and especially contemporary music, were selected. At the same time, a large body of factual information essential in the training of every musician was included in the presentation. From investigations of related studies, there were indications that material taught in fundamental tlleory courses would lend itself to a progTamed presentation. An examination of commercially available programed texts was made. In terms of the desired content, it was judged that these texts could not be used in this study. As a result of rejecting the commercially available texts, and after several pilot studies were conducted and consequent revisions made, a programed text of the constructed-response type was developed bv the author. The material presented in the programed text was described as the fundamentals of music theory and closely parallelel the content of the first portioll of the freshman music theory course offered at Northwestern University School of Music. Through the use of a programed text, an evaluation of programe(l instruction in teaching material was made. Immediate recall, delayed recall, and one type of transfer were considered. The following ques-

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